A Study on

Effectiveness of Training At Kemrock Industries and Exports Ltd.

A DISSERTATION SUBMITTTED

TO

FACULTY OF COMMERCE

THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA

IN THE PARTIAL FULFILLMENT OF REQUIREMENT FOR THE BACHELOR’S IN BUSINESS ADMINISTRATION

RESERACH GUIDE SUBMITTED BY

SMIT PANDYA KINJAL DESAI

MAY 2013

VADODARA

GUIDE’S CERTIFICATE

This is to certify that this project report entitled “A study to evaluate the effectiveness of training at Kemrock industries and exports ltd” which is to be submitted to the B.B.A Programme, Faculty of Commerce, The Maharaja Sayajirao University of Baroda has been prepared by undersigned Miss Kinjal Desai (Roll no. H-8) studying in T.Y.B.B.A, 6th

semester, specialization in Human Resource Management for the academic year 2012-13 for evaluation in the lieu of Annual Examination held in April-May,2013.

This is to certify that Miss Kinjal Desai has carried out this work under the supervision and guidance. This report is original and has not been submitted earlier to this University or to any other Institute/ Organization for fulfilment of a course or for award of any Degree/Diploma/Certificate. All the sources of information used in this project report have been duly acknowledged in it.

Mr. Smit Pandya Kinjal Desai (Guide) (student)

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PREFACE

Training is the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. Training has specific goals of improving one's capability, capacity, and performance. It forms the core of apprenticeships and provides the backbone of content at institutes of technology (also known as technical colleges or polytechnics). In addition to the basic training required for a trade, occupation or profession, observers of the labour-market

recognize as of 2008 the need to continue training beyond initial qualifications: to maintain, upgrade and update skills throughout working life. People within many professions and occupations may refer to this sort of training as professional development.

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ACKNOWLEGEMENT

I would like to extend my gratitude towards my project guide Mr. Smit Pandya. I am thankful to sir for his constant guidance and support as well as his commitment to guide me through this research report. I appreciate his patience and criticism without which this report was not possible.

I would like to extend my gratitude towards all the respondents for their valuable responses to make my research accurate as much as possible.

I would like to extend my gratitude towards Mr. Rishi shah, HR officer in Kemrock industries and exports ltd. who allowed me to conduct this research.

I would like to extend my gratitude towards Mr. Parimal Vyas, Dean, Faculty of commerce, to include this research project as a part of the curriculum in BBA Programme and giving me an opportunity to learn more.

I would like to extend my gratitude towards the librarians, Mr. Dilip Gandhi and Mrs. Rupal shah of Faculty of Social Work who allowed me to refer past reports and reference books to make my research more authentic.

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CONTENTS

SR NO. TITLE

PAGE

NO.

1 Preface

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2 acknowledgement

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3 Table of contents

6

4 Chapter- 1 Introduction

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5 Chapter- 2 Review of Literature

41

6 Chapter- 3 data analysis and Interpretation

48

7 Chapter- 4 Findings and conclusion

83

8 Chapter- 5 suggestions and recommendations

88

9 Annexure 90

10 Bibliography 93

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Sr. No. Topic Page no.

1 Table showing age of respondents 49

2 Table showing gender of respondents 50

3 Table showing educational qualifications of respondents 51

4 Table showing the number of years of experience of the employee 52

5 Table showing the response of the respondents that adequate importance is given to induction in their organization

53

6 Table showing response of the respondents regarding the well planning or induction policy

54

7 Table showing response of the respondents regarding the clarity explanation of norms and values of the organization to the new employees during induction

55

8 Table showing response of the respondents that employees are helped to acquire techniques, knowledge and skill through training

56

9 Table showing response of respondents about the due importance given to training by their organization

57

10 Table showing response of the respondents about the practice of organization of sponsoring employees for training programmes on the basis of careful identification of developmental needs

58

11 Table showing response of the respondents about the well designed and widely shared training policy of the organization

59

12 Table showing response of the respondents regarding the improvement of training effectiveness by departments through constant review

60

13 Table showing response of the respondents about the help training provides to the trainees to see the benefits he/she may achieve by completing the training

61

14 Table showing response of respondents towards the assistance by training to the employee when he encounters obstacles at work

62

15 Table showing response of the respondents towards the help training would give the employees to overcome his/her weakness and improve his strengths, thus enabling him to function effectively on the job

63

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16 Table showing response of respondents towards the contribution of training in facilitating job satisfaction

64

17 Table showing response of respondents towards contribution of training in increasing employee efficiency

65

18 Table showing response of respondents towards contribution of training in increasing employee efficiency

66

19 Table showing response of respondents towards the opportunity of equal participation in training

67

20 Table showing response of respondents towards the excellent quality of training programmes in the organization

68

21 Table showing response of the respondents towards the practice in the organization of talking to the participants returned from external training to assess the effect of the programme

69

22 Table showing response of respondents towards the high satisfaction experienced in the training programmes

70

23 Table showing response of the respondents toward the training session being boring

71

24 Table showing response of the respondents towards the failure of the trainer to answer all the questions asked

72

25 Table showing response of the respondents towards the no difference made by the training session

73

26 Table showing response of the respondents towards the provision of good manuals and booklets in the training sessions

74

27 Table showing response of the respondents towards the increase of his confidence about his ability to do his/her job

75

28 Table showing response of the respondents towards the success of training session in providing the trainee some information which he would have not known otherwise

76

29 Table showing response of the respondents regarding their attendance of all the training programmes scheduled for him/her

77

30 Table showing response of the respondents towards the contribution of training in getting awareness of the latest technology in her/her field

78

31 Table showing response of respondents towards the assistance of 79

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training in receiving rewards in the future

32 Table showing response of respondents towards the similarity in nature of the actual procedure and the training

80

33 Table showing response of respondents towards the high knowledge about the trainer about the subject

81

34 Table showing response of the respondents towards timely feedback given after the training programme

82

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Chapter I

Introduction

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Introduction

Training is required at every stage of work and for every person at work. To keep one updated with the fast changing technologies, concepts, values and environment, training plays a vital role. Training programmes are also necessary in any organisation for improving the quality of work of the employees at all levels. It is also required when a person is moved from one assignment to another of a different nature. Taking into account this context, this unit aims at providing insight into the concept, need and methods of training, also areas of evaluation of training, retraining and dimensions of organisational learning. 

Training is a process of learning a sequence of programmed behaviour. It is the application of knowledge & gives people an awareness of rules & procedures to guide their behaviour. It helps in bringing about positive change in the knowledge, skills & attitudes of employees. Training is investment in getting more and better quality work from your talent. 

Thus, training is a process that tries to improve skills or add to the existing level of knowledge so that the employee is better equipped to do his present job or to mould him to be fit for a higher job involving higher responsibilities. It bridges the gap between what the employee has & what the job demands. 

Since training involves time, effort & money by an organization, so an organization should to be very careful while designing a training program. The objectives & need for training should be clearly identified & the method or type of training should be chosen according to the needs & objectives established. Once this is done accurately, an organization should take a feedback on the training program from the trainees in the form of a structured questionnaire so as to know whether the amount & time invested on training has turned into an investment or it was a total expenditure for an organization.

Recurrent training is training that is scheduled at periodic intervals in order to keep employee skill abilities at a maximum level. Recurrent training often occurs in certain industries, like health care and aviation where human safety is involved. Recurrent training can be outsourced, provided by a visiting instructor, or performed by instructors from a corporate training department

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Definition of Training by Various Authors

According to Edwin Flippo, “Training is the act of increasing the knowledge and skill of an employee for doing a particular job.”

According to Dale Yoder, "Training is the process by which manpower is filled for the particular jobs it is to perform."

According to Beach, "Training is the organised procedure by which people learn knowledge and skills for definite purpose."

According to Michael J. Jucius, "Training is a process by which the aptitudes, skills and abilities of employees to perform specific jobs are increased."

According to Patrick, "The acquisition of skills, concepts or attitudes that result in improved performance in an on-job situation."

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Recent Scenario of Training

Organizations continue to grapple with a constantly changing marketplace and internal restructures. In this mix, training managers and practitioners are being increasingly expected to deliver more with less. They are expected to produce real organizational benefits from their employee training programs within shorter time frames and often with smaller training budgets. How are they meeting this challenge?

In an effort to leverage technology, larger organizations are adopting ever more comprehensive enterprise-wide Learning Management Systems (LMS) to deliver, track and report training programs and expenditure. Small- to medium-sized organizations on more limited budgets are also finding ways to identify, track and report employee skills. Many of these smaller organizations as well as single business units are turning to our nimble training tracking software to help them meet a tight training budget.

The bold prediction that face-to-face classroom training will largely disappear with the rise and rise of e-learning has proved to be largely a chimera. Webinars and other collaborative electronic tools are seeing increased use as the costs of travel and accommodation continue to rise. This development is a bonus for organizations watching their training spends. However, even here, the role of the trainer/facilitator remains centre stage. The job of trainer is assured for some time to come.

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The objectives of training

1. To impart basic knowledge and skill to new entrants required for intelligent performance of definite task in order to induct them without much loss of time.

2. To assist employees to function more effectively by exposure of latest concepts information and techniques and development of skills required in specific fields including production, purchase, marketing, logistics, information technology etc.

3. To broaden minds of supervisors. Sometimes, narrowness of outlook may arise in supervisors because of specialization. In order to correct this narrowness they are provided with opportunities and interchange of experience.

4. To build second line of competent employees and enable them to occupy more responsible positions as situation emerge.

5. To prepare employees to undertake different jobs in order to enable redeployment and maintain flexibility in workforce so that ever changing environment of market can be met and downturns can be managed without losing experienced employees.

6. To provide employees job satisfaction, training enables an employee to use their skill, knowledge and ability to fullest extent and thus experience job satisfaction and gain monetary benefits from enhanced productivity.

7. To improve knowledge, skills, efficiency of employees to obtain maximum individual development.

8. Training and development programmes can help in improving the quality of work produced by workforce of organization. Mostly, training is given in a specific area like finance, marketing or HR, which helps in improving the quality of work in that particular area.

9. It helps organizations to easily achieve their targets and goals what they actually planned for. Employees know their job better and they deliver the quality performance according to needs of top management. That’s why organizations can easily implement their plans.

10. A Training and development programme clearly identifies and teaches employees about different risk involved in their job, the different problems that arise and how to

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prevent such problems. This helps to improve the health and safety measures in the company.

Importance of training

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1. Training can develop high morale in employee.Training builds high morale in an employee by developing positive attitude, job satisfaction, enhanced earnings, and job security. Training also reduces employee grievances by providing opportunities for internal promotion.

2. Training leads to higher productivity.Training helps employees to build skills which leads to perform their job efficiently. Employees learn new skills and use better methods to perform their tasks.

3. Better quality of workFormal training improves quality of work as standard methods are taught to employees. Uniform work methods and procedures improve the quality of product or services.

4. Reduction in costTraining leads to optimum use of resources and zero waste which increases productivity and helps to minimize cost of operations per unit. Training leads to economic use of materials and machinery.

5. Reduced learning periodAn efficient training program does not wastes time and efforts in learning through trial and error, it also reduces time and cost involved in learning.

6. Reduced supervision and low accident ratesTraining develops self reliant and well motivated employees, they need less guidance and control therefore burden on supervisors is reduced. By adopting right work methods and making use of prescribed safety devices employees reduce accident rate.

7. Addressing WeaknessesMost employees have some weaknesses in their workplace skills. A training program allows you to strengthen those skills that each employee needs to improve. A development program brings all employees to a higher level so they all have similar skills and knowledge. This helps reduce any weak links within the company who rely heavily on others to complete basic work tasks. Providing the necessary training creates an overall knowledgeable staff with employees who can take over for one another as needed, work on teams or work independently without constant help and supervision from others.

8. Consistency A structured training and development program ensures that employees have a consistent experience and background knowledge. The consistency is particularly relevant for the company's basic policies and procedures. All employees need to be aware of the expectations and procedures within the company. This includes safety, discrimination and administrative tasks. Putting all employees through regular training in these areas ensures that all staff members at least have exposure to the information.

9. Optimum Utilization of Human Resources

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Training and Development helps in optimizing the utilization of human resource that further helps the employee to achieve the organizational goals as well as their individual goals

10. Team spirit Training and Development helps in inculcating the sense of team work, team spirit, and inter-team collaborations. It helps in inculcating the zeal to learn within the employees.

11. Organization Culture Training and Development helps to develop and improve the organizational health culture and effectiveness. It helps in creating the learning culture within the organization. 

12. Organization ClimateTraining and Development helps building the positive perception and feeling about the organization. The employees get these feelings from leaders, subordinates, and peers.

Limitations to effective training17

1. Cost

One of the biggest potential problems with employee training is the cost of the process. If you handle the training internally, it costs money because you have to pay one of your employees for training instead of doing productive work. If you use an outside trainer, you have to pay him for his time. You could send your employees to a seminar or training conference in another location, which also can represent a substantial cost for the company.

2. Qualifications

If an employee is very talented at her job, you might think that she would make a good trainer for new employees. Unfortunately, this is not the case for many employees. Being able to train employees is a special skill and not everyone has this ability. When it comes to using an employee to train other employees, you might move someone out of her comfort zone and she may be unable to train the new employees as you need them to be trained.

3. Time Requirements

Another potential problem with training employees is that you may not have enough time to do so adequately. Many companies only devote a small amount time to training new employees, and it could result in the employees not knowing everything they need to know to be successful. The trainer may have to rush through the important parts of the job and skip over some of the other tasks that also need to be understood by the employee.

4. Control of the Training

When you delegate the training of new employees to a particular employee or trainer, you have to be very careful with regard to what the new employees are learning. If the trainer does not do the job as you want it to be done, your new employees might end up picking up some bad habits along the way. This could make your entire business perform at a level that is less than acceptable from your point of view, but the employees would not know it.

Principles of Training

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Providing training in the knowledge of different skills is a complex process. A number of principles have been evolved which can be followed as guide lines by the trainees. Some of them are as follows:

1. Motivation As the effectiveness of an employee depends on how well he is motivated by management, the effectiveness of learning also depends on motivation. In other words, the trainee will acquire the new skill or knowledge thoroughly and quickly if he/she is highly motivated. Thus, the training must be related to the desires of the trainee such as more wages or better job, recognition, status, promotion etc. the trainer should find out the proper ways to motivate experienced employees who are already enjoying better facilities in the case of re-training.

2. Progress InformationIt has been found by various research studies that there is a relation between learning rapidly and providing right information specifically, and as such the trainer should not give excessive information or information that can be misinterpreted. The trainee also wants to learn new skill without much difficulty and without handling too much or receiving excessive information or wrong type of progressive information. So, the trainer has to provide only the required amount of progressive information specifically to the trainee.

3. Reinforcement The effectiveness of the trainee in learning new skills or acquiring new knowledge should be reinforced by the means of rewards and punishments. Examples of positive reinforcement are promotions, rise in pay, praise etc. punishments are also called negative reinforcements. Management should take care to award the successful trainees.The management can punish the trainees whose behaviour is undesirable. But the consequences of such punishments have their long run ill effect on the trainer as well as on the management. Hence, the management should take much care in case of negative reinforcements.

4. PracticeA trainee should actively participate in the training programmes in order to make the learning programme an effective one. Continuous and long practice is highly essential for effective learning. Jobs are broken down into elements which the fundamental physical, sensory and mental skills are extracted. Training exercises should be provided for each skill

5. Full Vs PartIt is not clear whether it is best to teach the complete job at a stretch or dividing the job into parts and teaching each part at a time. If the job is complex and requires a little too long to learn, it is better to teach part of the job separately and then put the parts together into an effective complete job. Generally the training process should start from the known and proceed to the unknown and from the easy to difficult when parts are taught. However, the trainer has to teach the trainees based on his judgement on their motivation and continence.

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6. Individual DifferencesIndividual training is costly, and group training is economically viable and advantageous to the organization. But the individuals vary in intelligence and aptitude from person to person. So the trainer has to adjust the training programme to the individual abilities and aptitudes. In addition, individual teaching machines and adjustment of differences should also be provided.

Training content for different categories of employees

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Training methods and content may not be the same for different categories of employees. As such management has to train the employees of different categories in different areas and through different methods based on the job analysis. Training methods and content for a few jobs are:

1. Supervisory trainingSupervisors mostly learn to supervise under the guidance of a manager. Hence, the emphasis should be on the on-the-job training methods. These methods can be supplemented by various off-the-job training methods. Course content of training to this category include: production control, organization methods, work/activity control, method study, time study, job evaluation, company policies and practices, personnel policies, procedures, communication, effective instruction, report writing, performance appraisal, personnel records, dealing with absenteeism, labour turn-over, industrial and labour laws, leadership qualities etc.

2. Sales trainingEmphasis should be towards on-the-job as well as well as off-the-job training methods in training the sales personnel. Course content include job knowledge, organizational knowledge, knowledge about the company products, customers, competitors, sales administration procedures, law concerning sales, special skills like prospecting, making presentations, handling, objectives, closing the sales etc., employee attitudes such as loyalty to the company and trust in the company products, understanding and tolerance with regard to potential and existing customers.

3. Clerical training Emphasis may be given on the off-the-job training in training the clerical personnel. The training content include organization and methods, company policies, procedures and programmes, background knowledge of the company, forms, reports, written communication, clerical aptitude, maintaining ledgers, records etc.

4. Learning and trainingThe training programme will not be effective if the trainer is poorly qualified or ill-equipped with the technical aspects of the content or if he lacks the aptitude for teaching and teaching skills. Training comprises of mainly learning and teaching. Training principles can be studied through the principles of learning and principles of teaching.

Areas of training21

Organization provides training to their employees in the following areas:

1. Company policies and proceduresThis area of training is to be provided with a view to acquainting the employees with the company rules, practices, procedures, tradition, management, organization structure, environment product/services offered by the company etc.This acquaintance enables the new employ to adjust him with the changing situation. Information regarding company rules and policies creates favourable attitudes of confidence in the minds of new employees about the company and its products/services, as well as it develops in him a sense of respect for existing employees of the company and the like. The company also provides first hand information to the employee about the skills needed by the company, its development programmes, quality of products/services and the like. This enables the new employees to know his share of contribution to the organization’s growth and development.

2. Specific skillsThis area of training is to enable the employee to be more effective on the job. The trainer trains the employees regarding various skills necessary to do the actual job. For example, the clerk in the bank should be trained in the skills of making entries correctly in the edge, skills and arithmetical calculations, quick comparison of figures, entries and the like. Similarly, the technical officers are to be trained in the skills of project appraisal, supervision, follow-up and the like.

3. Human relationsHuman relation training assumes greater significance in organizations as employees have to maintain human relations not only with others employees but also with their customers. Employees are to be trained in the areas of self learning, interpersonal competence, group dynamics, perception, leadership styles, motivation, grievance redressal, disciplinary procedure etc. this training enables the employees to better work, which leads to improved efficiency and productivity of the organization.

4. Problem solvingMost of the organizational problems are common to the employees dealing with the same activity at different levels of the organization. Further some of the problems of different managers have the same root cause. Hence, management may call together all managerial personnel to discuss common problems and arrive at effective solutions across the table. This not only helps in solving the problem but also serves as a forum for the exchange of ideas and information that could be utilised. The trainer has to organise such meetings, train and encourage the trainees to participate actively in such meetings

5. Managerial and supervisory skills

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Even the non-managers sometimes perform managerial and supervisor functions like planning, decision making, organising, maintaining inter-personal relations, directing and controlling. Hence, manager has to train the employees in managerial and supervisory skills.

6. Apprentice trainingThe Apprentice Act,1961 requires the industrial units of specified industries to provide training in basic skills and knowledge in specified trades to educated apprentices with a view to improve their employment opportunities or enable them to start their own industry. This type of training generally ranges from one year to four years. This training is generally used for providing technical knowledge in the areas like trades, crafts etc.

Need for training

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Every organization big or small, productive or non-productive, economic or social, old or newly established should provide training to all employees irrespective of their qualifications, skill, suitability for the job etc. Thus no organization can choose whether or not to train employees.

Training is not something that is done once to new employees; it is used continuously in every well run establishment. Further technological changes, automation, require updating the skills and knowledge. As such an organization has to retrain the old employees.

Specifically, the need for training arises due to the following reasons:

1. To match the employee specifications with the job requirements and organizational needs An employee’s specification may not exactly suit to the requirements of the job and the organization irrespective of his past experience, qualifications, skills, knowledge etc. Thus, every management finds deviations between employee’s present specifications and the job requirements and organizational needs. Training is needed to fill these gaps by developing and moulding the employee’s skill, knowledge, attitude, behaviour etc. to the tune of the job requirements and the organizational needs.

2. Organizational viability and the transformation processThe primary goal of the most of the organizations is their viability is continuously influenced by environmental pressure. If the organization does not adapt itself to the changing factors in the environment, it will lose its market share. If the organization desires to adapt these changes, first it has to train the employees to impart specific skills and knowledge in order to enable them to contribute to the organizational efficiency and to cope with the changing environment. In addition, it provides continuity to the organization process and development. The productivity of the organization can be improved by developing the efficiency of transformation process which in turn depends on enhancement of the existing level of skills and knowledge of the employees. The achievement of these objectives mostly depends on the effectiveness of the human resources that the organization possesses. Employee effectiveness can be secured by proper training.

3. Technological advances Every organization in order to survive and to be effective should adopt the latest technology that is mechanisation, computerisation and automation. Adoption of latest technological means and methods will not be complete until they are manned by employees possessing skill to operate them. So, organization should train the employees to enrich them in the in the areas of changing technical skills and knowledge from time to time.

4. Organizational complexity With the emergence of increased mechanisation and automation, manufacturing of multiple products and by-products or dealing in services or diversified lines, extension of operations to various regions of the country or in overseas countries, organization of most of companies have become complex. This leads to growth in number and kind of employees and layers in the organization hierarchy. This creates the complex

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problems of co-ordination and integration of activities adaptable for and adaptable to the expanding and diversifying situations. This situation calls for training in the skills of co-ordination, integration and adaptability to the requirements of growth, diversification and expansion. Companies constantly search for opportunities to improve organizational effectiveness. Training is responsible for much of the planned change and effectiveness in an organization as it prepares the people to be the change agents and to implement the programmes of effectiveness. Thus, training solves the problem of organizational complexity.

5. Human relationTrends in approach towards personnel managements have changed from the commodity approach to partnership approach, crossing the human relations approach. So today, managements of most of the organizations has to maintain human relations besides maintaining sound industrial relations although hitherto the managers are not accustomed to deal with workers accordingly. So training in human relations is necessary to deal with human problems and to maintain human relations.

6. Change in job assignmentTraining is also necessary when the existing employee is promoted to the higher level in the organization and when there is some new job or occupation due to transfer. Training is also necessary to equip the old employees with the advanced disciplines, techniques or technology.

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Assessment of Training Needs

Training needs are identified on the basis of organizational analysis and man analysis. Training programme, training method and course content are to be planned on the basis of training needs. Training needs are those aspects necessary to perform the job in an organization in which employee is lacking attitude/aptitude, knowledge and skill

Training needs can be identified through identifying the organizational needs based on:

1. Organizational analysisThis includes analysis of objectives, resource utilization, environment scanning and organizational climate: organizational strengths and weaknesses in different areas like accidents, excessive scrap, frequent breakage of machinery, excessive labour turnover, market share, and other marketing areas, quality and quantity of the output, production schedule, raw materials and other production areas, personnel, finance etc.

2. Departmental analysisDepartmental strength and weakness including special problems of the department or common problem of a group of employees like acquiring skills and knowledge in operating computer by accounting personnel.

3. Job/Role analysisThis includes study of job/roles, design of jobs due to changes, job enlargement, and job enrichment etc.

4. Manpower analysis Individual strengths and weaknesses in the areas of job knowledge, skills etc.

Assessment methods

The following methods are used to assess the training needs:

1. Organizational requirement/weakness2. Departmental requirements/weaknesses3. Job specifications and employee specifications4. Identifying specific problems5. Anticipating future problems6. Management’s request7. Observation8. Interviews9. Group conferences10. Questionnaire surveys11. Test or examinations12. Check lists13. Performance appraisal

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Training procedure

1. Determining training needs of employeeIn the very first step of training procedure, the HR department, identifies the number of people requiring training, specific area in which they need training, the age group of employee, the level in organization etc. in some cases the employee may be totally new to the organization. Here the general introduction training is required. Some employees may have problems in specific areas; here the training must be specific. This entire information is collected by the HR department.

2. Selecting target groupBased on the information collected in step 1 the HR department divides employee into groups based on the following:

a) The area of trainingb) Level in the organizationc) The intensity of training

3. Preparing trainersOnce the employees have been divided into groups, the HR department arranges for trainers. Trainers can be in-house trainers or specialised trainers from outside. The trainers are given details by HR department, like number of people in group, their age, their level in organization, the result desired at the end of training, the area of training, the number of days of training, the training budget, facilities available etc.

4. Preparing training packagesBased on the information provided by trainers, he prepares entire training schedule i.e. number of days, number of sessions each day, topics to be handled in each day, depth of which subject should be covered, the methodology of each session, the test to be given for each session, handout/printed material to be given in each session.

5. PresentationOne the first day of the training programme the trainer introduces himself and specifies the need and objective of the programme and then actually starts the programme. The performance of each employee is tracked by the trainee and necessary feedback is provided.

6. PerformanceAt the end of the training programme the participants’ reports back to their office or branches. They prepare report on the entire training programme and what they have learned. They start using whatever they have learned during their training. Their progress and performance is constantly tracked and suitable incentives are given if the participant is able to use whatever he has learned in training.

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7. Follow upAt the end of the training program the participants report back to their offices or branches. They prepare report on their entire training and what they have learned. They start using whatever they have learned during their training. Their progress and performance is constantly tracked and suitable incentives are given if the participant is able to use whatever he has learned in training.

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Evaluation of Training Programme

The specification of values forms a basis for evaluation. The basis of evaluation and the mode of collection of information necessary for evaluation should be determined at the planning stage. The process of training evaluation has been defined as “any attempt to obtain information on the effects of training performance, and to assess the value of training in light of that information.”

Evaluation leads to controlling and collecting the training programme. Hamblin suggested five levels at which evaluation of training take place, namely, reactions, learning, job behaviour, organization and ultimate reaction.

1. Reactions Training programme is evaluated on the basis of trainee’s reactions to the usefulness of coverage of the matter, depth of the course content, method of presentation, teaching methods etc.

2. Learning Training programme, trainer’s ability and trainee’s ability are evaluated on the basis of quantity of content learned and time in which it is learnt and learner’s ability to use or apply, the content he learned.

3. Job BehaviourThis evaluation includes the manner and the extent to which the trainee has applied his learning to his job.

4. OrganizationThis evaluation measures the use of training, learning and change in the job behaviour of the department/organization in the form of increased productivity, quality, morale, sales turnover and the like.

5. Ultimate ValueIt is the measurement of ultimate result of the contributions of the training programme to the company goals like survival, growth, profitability etc. and to the individual goals like development of personality and social goals like maximizing social benefit.

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On-the-Job methods of Training

1. Job Rotation This type of training involves the movement of the trainee from one job to another. The trainee receives job knowledge and gains experience from his supervisor or trainer in each of the different job assignments. Though this method of training is common in training managers for general management positions, trainees can also be rotated from job to job in workshop jobs. This method gives an opportunity to the trainee to understand the problems of employees on other jobs and respect them. Job rotation method has been using in the Indian banking sector mainly by State bank group for the probationary officers for the period of approximately 2 years to finally post them as assistant bank manager. Under this method of training candidates are placed in each and every job starts from clerical job, assistant, cashier and managerial job for the purpose of knowing importance in nature of every job before handling Asst bank manager position.

2. Coaching The trainee is placed under a particular supervisor who functions as a coach in training the individual. The supervisor provides feedback to the trainee on his performance and offers him some suggestions for improvement. Often the trainee shares some of the duties and responsibilities of the coach and relieves him of his burden. A limitation of this method of training is that the trainee may not have the freedom or opportunity to express his own ideas. 

3. Job Instruction This method is also known as training through step by step. Under this method, trainer explains the trainee the way of doing the jobs, job knowledge and skills and allows him to do the job. The trainer appraises the performance of the trainee, provides feedback information and corrects the trainee. 

4. Committee assignments Under the committee assignment, group of trainees are given and asked to solve an actual organisational problem. The trainees solve the problem jointly. It develops team work. 

5. Apprenticeship Apprenticeship is a formalized method of training curriculum program that combines classroom education with on-the-job work under close supervision. The training curriculum is planned in advance and conducted in careful steps from day to day. Most trade apprenticeship programs have duration of three to four years before an apprentice is considered completely accomplished in that trade or profession. This method is appropriate for training in crafts, trades and technical areas, especially when proficiency in a job is the result of a relatively long training or apprenticeship period, e.g., job of a craftsman, a machinist, a printer, a tool maker, a pattern designer, a mechanic, etc. 

6. Internship Internship is one of the on-the-job training methods. Individuals entering industry in skilled trades like machinist, electrician and laboratory technician are provided with thorough instruction though theoretical and practical aspects. For example, TISCO,

30

TELCO and BHEL select the candidates from polytechnics, engineering colleges and management institutions and provide apprenticeship training. Apprenticeship training programmes are jointly sponsored by colleges, universities and industrial organisations to provide the opportunity to the students to gain real-life experience as well as employment. Exhibit presents the benefits of apprenticeship training. 

Most of the Universities and Colleges encourage students for internship as part of the curriculum as it is beneficial to all concerned. 

Advantages of On-the-Job Training: 

It is directly in the context of job It is often informal It is most effective because it is learning by experience It is least expensive Trainees are highly motivated It is free from artificial classroom situations

Disadvantages of On-the-Job Training: 

Trainer may not be experienced enough to train or he may not be so inclined. It is not systematically organized Poorly conducted programmes may create safety hazards.

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Off-the-Job methods of Training

1. Classroom lectures Under the off the job methods of training, classroom method or lecture method is well-known to train white collar or managerial level employees in the organisation. Under this method employees are called to the room like that of classroom to give training by trainer in the form of lectures. This method is effectively used for the purpose of teaching administrative aspects or on management subject to make aware of procedures and to give instructions on particular topic. Advantage – It can be used for large groups. Cost per trainee is low. Disadvantages – Low interest of employees. It is not learning by practice. It is One-way communication. No authentic feedback mechanism. It is likely to lead to boredom of employees. 

2. Audio-visualTraining provided by the way of using Films, Televisions, Video, and Presentations etc. This method of training has been using successfully in education institutions to train their students in subjects to understand and assimilate easily and help them to remember forever. New companies have come up for providing audio visual material for students in their concern subjects. In the corporate sector, mainly in customer care centres employers are giving training to their employees by using audio visuals material to teach how to receive, talk and behaviour with the customer.Advantages – Wide range of realistic examples, quality control possible. Disadvantages – One-way communication, No feedback mechanism. No flexibility for different audience. 

3. Simulation The simulation Method of training is most famous and core among all of the job training methods. In the simulation training method, trainee will be trained on the especially designed equipment or machine seems to be really used in the field or job. But, those equipment or machines are specifically designed for training trainees were making them ready to handle them in the real field or job.  This method of planning is mostly used where very expensive machinery or equipment used for performing Job or to handle that job.Example: The simulation method has been using widely  for the purpose of training aeroplane pilots on aeroplane simulator to make them ready to handle an fly aeroplane. Especially in Air force fighter pilots are getting trained on the jet fighters simulator. Because the cost of aeroplane or jet fighter will be very expensive, hence employer may not allow directly to get trained on real equipment to avoid damage to equipment or machine or in sometimes may cause loss of trainee life. To avoid all such risks by the employer giving training on simulator is safe.  (Normally simulators for the purpose of training would be provided by the manufacturer of original equipment).

4. Vestibule training Mostly this method of training will be used to train technical staff, office staff and employees who deal with tools and machines. Employees learn their jobs on the equipment they will be using, but the training is conducted away from the actual work floor by bringing equipments or tools to certain place where training is provided, but not work place. Vestibule training allows employees to get a full feel for doing task

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without real world pressures. Additionally, it minimizes the problem of transferring learning to the job.Vestibule training is provided to employees when new or advanced equipment or tools introduced in to the organisation to do a particular job by using them. For this purpose such equipment is brought to a separate place to give demonstration and train how to use and that handle it by employees safely.

5. Case studies It is a written description of an actual situation in the past in same organisation or somewhere else and trainees are supposed to analyze and give their conclusions in writing. This is another excellent method to ensure full and whole hearted participation of employees and generates good interest among them. Case is later discussed by instructor with all the pros and cons of each option. It is an ideal method to promote decision-making abilities within the constraints of limited data. 

6. Role playing During a role play, the trainees assume roles and act out situations connected to the learning concepts. It is good for customer service and training. This method is also called ‘role-reversal’, ‘socio-drama’ or ‘psycho-drama’. Here trainees act out a given role as they would in a stage play. Two or more trainees are assigned roles in a given situation, which is explained to the group. There are no written lines to be said and, naturally, no rehearsals. The role players have to quickly respond to the situation that is ever changing and to react to it as they would in the real one. It is a method of human interaction which involves realistic behaviour in an imaginary or hypothetical situation. Role playing primarily involves employee-employer relationships, hiring, firing, discussing a grievance problem, conducting a post appraisal interview, disciplining a subordinate, or a salesman making presentation to a customer. 

7. Programmed instructions This involves two essential elements: (a) a step-by-step series of bits of knowledge, each building upon what has gone before, and (b) a mechanism for presenting the series and checking on the trainee’s knowledge. Questions are asked in proper sequence and indication given promptly whether the answers are correct. This programme may be carried out with a book, a manual or a teaching machine. It is primarily used for teaching factual knowledge such as Mathematics, Physics, etc. 

8. Management Games With computerized management games Trainees divide into five- or six-person groups, each of which competes with the others in a simulated marketplace. Each group typically must decide, for example. 

a) How much to spend on advertising.b) How much to produce.c) How much inventory to maintain, andd) How many of which product to produce.

Usually, the game itself compresses a two- or three-year period into days, weeks, or months. As in the real world, each company team usually can't see what decisions (such as to boost advertising) the other firms have made, although these decisions do affect their own sales.

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Management games can be effective. People learn best by being involved, and the games can gain such involvement. They help trainees develop their problem-solving skills, as well as to focus attention on planning rather than just putting out fires. The groups also usually elect their own officers and organize themselves. This can develop leadership skills and foster cooperation and teamwork.

9. Conferences or DiscussionIt is a method of training the clerical, professional and supervisory personnel. This method involves a group of people who pose ideas, examine and share facts, ideas and data, test assumptions, and draw conclusions, all of which contribute to the improvement of job performance. Discussion has a distinct advantage over the lecture method in that the discussion involves two-way communication and hence feedback is provided. The participants feel free to speak in small groups. The success of this method depends on the leadership qualities of the person who leads the groups.

Advantages of Off-the-Job Training 

Trainers are usually experienced enough to train It is systematically organized Efficiently created programs may add lot of value

Disadvantages of Off-the-Job Training: 

It is not directly in the context of job It is often formal It may not be based on experience. It is expensive. Trainees may not be much motivated It is artificial in nature.

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Company Profile

Kemrock Industries & Exports Ltd. manufactures and exports FRP/GRP (Composite) Products for major industrial sectors such as aerospace, defence, renewable energy, wind energy, railways, chemical processing, oil and gas, water and waste water management, infrastructure, construction, electrical and electronics, marine, telecommunications and many more...

A leader in the field of composites in India, the company delivers standard as well as customized solutions that are ideal replacements for conventional materials. The State-of the-Art facility, located close to Vadodara in the western part of India, provides high-quality engineered advanced composite solutions and reliable services, complying with customer specifications as well as national and international standards. The company operates using principles of Total Integrated Management (TIM), ensuring complete customer satisfaction. An end-to-end solution provider, it encompasses conceptual design, prototype development, testing, manufacturing, logistic support, installation and comprehensive after sales service.

Kemrock has the unique distinction of commissioning India's first Carbon Fibre Manufacturing facility to cater to Defence, Aerospace & Infrastructure Sectors.

Kemrock’s composite product range:

Carbon Fibre Railway Interiors & Exteriors Rotor Blades, Nacelle Covers & Nose Cones GRP Pipe Systems & Solutions Cooling Tower Solutions Industrial Cable Management System Moulded & Pultruded Gratings Pultruded Structural Profiles Lighting / Utility Poles & Flag Masts Access System – Easy Reach Handrails & Ladders Thermosetting Resins: Epoxy, Phenolic & Unsaturated Polyester Resins Technical Fabrics

 

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Kemrock serves major industrial sectors such as: Aerospace Defence Renewable Energy Wind energy Railways Chemical processing Oil and gas Water and waste water treatment Infrastructure Construction Electrical and electronics Marine Telecommunications

Kemrock has established a reputation as a major supplier to key industries by manufacturing first quality material, consistently. In order to do that, a full and wide ranging Quality Assurance Team oversees the manufacture of products at Kemrock, ensuring complete traceability. The Integrated management system is certified under ISO 9001:2008, ISO 14001: 2004 and OSHAS 18001:2007. Kemrock is also proud to be India’s First and only IRIS Certified Company (IRIS - International Railway Industry Standard).

Kemrock's state-of-the-art design studio for design and development is endowed with the most talented and experienced team of design engineers who are proficient in the application of advanced software packages for industrial design. Kemrock also boasts of a fully equipped test centre, supporting the needs of its customers and associates. Mechanical Testing and Product Performance Testing Capabilities are supplemented with the most sophisticated material analysis equipment.

Kemrock is listed on Bombay Stock Exchange (Scrip Code 526015 and Scrip ID KEMIE) and National Stock Exchange of India (ISIN Code INE99B01012) and has been the proud recipient of many awards along with the prestigious Export Award from The Plastic Export Promotion Council for the years 2003-04 to 2008-09.

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History of the company

1981

Kemrock Industries and Exports Limited established.

1995

Manufactured Wind Mill Nacelle Covers for Suzlon Energy Ltd.

1996

Kemrock signs a license agreement with Creative Pultrusions, Inc to produce pultruded structural shapes under license.

2002

KIEL manufactured the cable racking on behalf of Fibergrate Inc., thereby beginning their relationship.

2003 - Kemrock Industries and Exports Ltd moved from its limiting city location to a new site at Asoj village, north east of Baroda.

KIEL entered into a strategic alliance with Stoncor Group, Inc for the licensed manufacture and supply of moulded & pultruded grating along with pultruded standard structural shapes to Fibergrate, Inc.

2004

Obtained ISO 9001-2000 certification KIEL licensed the Production of Phenolic Resins from Georgia Pacific Resins, Inc.

This enabled KIEL to become the first manufacturer outside of North America to gain US Coast Guard approval for its grating products.

2005

KIEL began Production of Unsaturated Polyester and Vinylesters Commenced Production and Sale of all types of resins

Established a joint venture with Top Glass s.p.a. for manufacture of high end pultruded products and lighting Poles

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2006

Georgia Pacific & KIEL formed Georgia Pacific Kemrock international private limited to manufacture & supply thermosetting resins to the Indian sub-continent & the GCC countries of the Middle East.

KIEL invested in the world’s most advanced multi-axial fabric machine. Technical Fabric Production commences KIEL signed a license agreement with Top Glass s.p.a in Italy to manufacture

centrifugally cast composite poles. KIEL bought a state of the art machine for the manufacture of Sheet Moulding

Compounds (SMC).

National Aerospace Laboratories (NAL), a constituent of Council of Scientific and Industrial Research (CSIR), is India's pre-eminent civil R&D establishment in aeronautics and allied disciplines

2007

Commercial production of filament wound pipe, up to 1.5 metres in diameter. In April 2007, in the face of severe competition from Indian based multi-nationals,

KIEL was awarded by the Indian Government, a contract to manufacture carbon fibre under license, and in collaboration with the National Aerospace Laboratory (NAL).

2008

Continuing expansion to establish one of the largest and most integrated GRP composite manufacturing facilities in the World.

Kemrock signs an MOU to Purchase the majority stock in Top Glass SpA Kemrock establishes the Wind Energy Division Resin Plant expansion.

2009

Kemrock establishes a GLOBAL COMPOSITE VILLAGE at its Vadodara facility New Mass Transportation Division Plant established

2010

Former President of India Dr APJ Abdul Kalam inaugurated, India's first Carbon Fiber Plant, on 9th May 2010.

SAERTEX-KEMROCK India Limited is established as a JV with SAERTEX, GERMANY to serve the Aerospace Market.

2011

Kemrock launches first indigenous industrial grade carbon fibre under the brand name “JAITEC”.

Kemrock & DSM sign MOU for Manufacturing of Specialty Resins in India

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Research methodology

Title of the study

“A study to evaluate the effectiveness of training at Kemrock Industries and Exports Ltd.”

Significance of the study

In today’s competitive corporate world organizations are more. India has a reputation as the reservoir of world’s most talented and skilled human resources. This is most often considered as country competitive advantage. Today more and more organizations are recognizing the importance of human resources and viewing investment in human assets in the same way as investment in capital assets. There is an increasing awareness that human resource is the most important resource in the organization. The study aims at understanding the various aspects of training and cites its importance in industries. With the organization moving from tutor-centered model of training to flexible learner centered and technique savvy model. It is time for trainers to re-orient themselves.

Objectives of the study

To evaluate the effectiveness of training and to evaluate its impact on the trainees at Kemrock industries.

To study the training aspects of the organization. To study the problems faced by the employees in the training programmes. To understand internal as well as external forces that will tend to play a role in the

training programmes. To assess the approach of employee towards training.

Research design

The study design is explorative in nature, which makes efforts to know the impact of training activities implemented in Kemrock industries.

Universe

The universe of the study is confined to the employees of Kemrock industries and export ltd. (Vadodara). To whom all training practices is provided by the company.

Sample size

The sample size was 40 employees.

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Data collection

Interview schedules were used as a tool of data collection.

Limitations of the study

Time constraint was the biggest limitation. The respondents did not have enough time to read and fill up the questionnaires.

The numbers of respondents were more hence, the study was time consuming. The response the respondents was hampered due to the guidelines of the company

policy.

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Chapter II

Review of Literature

41

Review of Literature

Evaluation of training & development programmes is normally used in a broad sense to mean any attempt to obtain information (feedback) on the effects of a training programme, and to assess the value of the training in the light of that information.  According to some experts on the evaluation of training, a distinction is made between validation (the assessment of whether the training has achieved its laid-down objectives) and evaluation (the measurement of the total effects of the training programme).  In practice, however, this distinction is not always meaningful, since it may be almost impossible to obtain information on the total effects of training (which may be extremely complex).

            The process of evaluating training and development has been defined by Hamblin (1974) as: “any attempt to obtain information (feedback) on the effects of a training programme and to assess the value of the training in the light of that information”.  Warr (1969) defined evaluation as “the systematic collection and assessment of information for deciding how best to utilise available training resources in order to achieve organisational goals”.  From these definitions it follows that evaluation leads to control which means deciding whether or not the training and development was worthwhile (preferably in cost-benefit terms) and what improvements are required to make it even more efficient and effective.

            Evaluation, in its crudest form, is the comparison of objectives (criterion behaviour) with effects (terminal behaviour) to answer the question of how far the training & development programmes has achieved its purpose.  The setting of objectives and the establishment of methods of measuring results are, or should be, an essential part of the planning stage of any training and development programme.  Evaluation can be difficult because it is often hard to set measurable objectives and even harder to collect the information on the results or to decide on the level at which the evaluation should be made.

While there is a growing body of conceptual work on how employees really learn, and a burgeoning body of case studies of innovative corporate initiatives, there has been little synthesis of these bodies of literature.

Not surprisingly, the yield from training and development initiatives will be maximised when employees perceive that desirable outcomes (or avoidance of undesirable outcomes) are attained as a result of their full commitment to a training and development program.

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Mort (2004)

Mort opined that training plays an important role in employee motivation and retention and helps to build loyalty and commitment.

Ogunu (2002)

Ogunu in his study titled “Evaluation of Management Training and Development Programme of Guinness Nigeria PLC” examined the management training and development programme of Guinness Nigeria PLC, Benin City with a view to ascertaining its relevance, adequacy, and effectiveness. A convenience sampling design was adopted, whereby the researcher used all the 50 management staff of the company’s Benin Brewery as subjects for the study.  Data were collected by administering a questionnaire titled ‘Management training and development questionnaire’ (MTDQ) developed by the researcher.  Hypotheses testing in the study revealed that facilities for staff training were adequate for effective training of management staff, training programmes for management staff were relevant to the jobs they performed, and the training programmes undergone by staff did indeed improve their performance and effectiveness at works.

Srivastava (2001)

Srivastava evaluated the effectiveness of various training programmes offered by the in-house training centre of Tata Steel, Shavak Nanavati Training Institute (SNTI), India.  Effectiveness of training was measured in terms of various outcomes such as satisfaction level; reaction and feedback of participants; and change in performance and behaviour as perceived by participants, their immediate supervisors, and departmental heads.  The sample consisted of sixty departmental heads, fourteen hundred participants and thirteen hundred immediate supervisors from various departments.  The data were collected through structured interview schedule.  It was found that the satisfaction levels of participants, their superiors, and divisional heads were above average for all types of programmes.  The participants were benefited from the programmes, but transfer of learning was not as expected from their supervisors.  There were changes in the post-training performance ranging from 10 to 37 per cent.  Training programmes could meet the objectives only to a limited extent.

 Yadapadithaya (2001)

Yadapadithaya studied the current practices of evaluating training and development programmes in the Indian corporate sector on the basis of data collected from written questionnaires mailed to 252 respondent companies – 127 private, 99 public, and 26 multinational corporations (MNCs).  The major findings of his study   include the following:

43

High pressure for increased quality, innovation, and productivity acts as a major driving force for the Indian corporate training and development programmes.

Most of the key result areas of training and development function are related to the measurement and evaluation of training effectiveness.

Nearly 86 per cent of the private sector, 81 per cent of the public sector, and all the MNCs evaluate the effectiveness of training in one way or the other.

The major purpose of evaluation is to determine the effectiveness of the various components of a training and development programme.

Organisations rely mostly on the participants’ reactions to monitor the effectiveness of training.

An overwhelming majority of the organisations use “questionnaires” as an instrument to gather relevant data for evaluation.

In most of the cases, evaluation was done immediately after the training. Majority of the private and public sector organisations use one-shot programme

design and more than half of the MNCs also use single group, pre-test and post-test design for evaluating the effectiveness of training and development programmes.

Absence of transfer of learning from the place of training to the workplace has been a major perceived deficiency of the corporate training and development system.

Indian corporate sector is currently facing the challenge of designing and developing more valid, reliable and operational measures to evaluate the effectiveness of training and development.

Blanchard (2000)

Blanchard studied training evaluation practices at both management and non-management level in Canada through a survey of 202 organisations, employing a total of over 4,70,000 employees, thus representing a significant portion of the Canadian workforce. The survey data indicated that only one-fifth of the Canadian organisations evaluated their training as suggested by academic standards. The researchers presented practitioner perspective as a supporting rationale for the survey results.

Campbell (1998)

Campbell suggested evaluation can provide a sense of satisfaction and accomplishment to the personnel associated with a course or programme. Everyone needs feedback on how they are doing, and evidence that training is worthwhile is a source of pride. Apart from this, periodic evaluations are necessary to assure optimum training relevance, effectiveness, and cost efficiency.

 Saxena (1997)

Saxena cited a study conducted by American Society of Training and Development (ASTD) on the practice of evaluation.  It was reported that the actual practice of evaluation did not often follow the strict recommendations of evaluation literature.  This was largely explained by the fact that many training practitioners had not found the literature’s advice applicable or useful for their organisation.  Most of the training managers who participated in ASTD’s

44

research effort believed that there was value in a concerted effort to increase the practice of employee training evaluation.

Mann and Robertson (1996)

Mann and Robertson conducted a study in Europe to answer the question ‘What should training evaluations evaluate?’ They selected 29 subjects (10 female and 19 male) from a three-day training seminar for European nationals run in Geneva. The results showed that the trainees did learn from the training sessions and, although they did not retain all they learned, they did know more one month after training than they did before training. They recommended that an effective way for practitioners to evaluate training is to measure self-efficacy regarding the trained tasks, immediately after training.

Pearce (1995)

Pearce Evaluation tends to be a neglected part of training. If it is considered at all, it is usually at a last stage in the training process. The absence of at least some evaluation can lead to an enormous waste of resources.

Lewis and Thornhill (1994)

Lewis and Thornhill examined the relationship between training evaluation, organisational objectives, and organisational culture. Explicit recognition of organisational objectives linked to an integrated approach to training evaluation will certainly improve the effectiveness of evaluation. The absence of or ineffective practice of training evaluation within so many organisational is directly related to the nature of organisational culture.

Kraiger (1993)

Kraiger proposed cognitive, skill-based and affective learning outcomes (relevant to training) and recommended potential evaluation measures. They integrated theory and research from a number of diverse disciplines and have provided a multidimensional perspective to learning outcomes and advanced the theory of training evaluation by providing a conceptually based scheme of learning constructs, measurement foci, and measurement techniques.

Sackett and Mullen (1993)

Sackett and Mullen suggested a broader perspective on a variety of aspects of training process. The purpose of evaluation is to help organisations make decision about future training activities, and provide tools needed to assess the type of evaluation possible in a given situation, to conduct the most informative evaluation possible given the constraints of the situation, and to communicate to organisational decision makers both the strengths and the limitations of whatever evaluation data is obtained.

Fuchsberg (1993)

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Fuchsberg observed that many organisations base their training and development budgets on annual projections for new initiatives that link, optimistically, with business requirements.  Now, the need to rigorously evaluate training and development initiatives in economic terms is becoming more apparent.  As the training and development efforts in many organisations continue to expand and grow, many new competing programmes will be proposed and senior management and board members will continue to ask hard questions about the projected value or likely financial impact of training and development    investments.     Evaluation of the economic and   non-economic benefits, and the investments associated with the training and development programmes is absolutely critical to determining how training and development initiatives contribute to corporate performance.  Many are currently struggling to evolve a valid, reliable and operationally viable model to measure and evaluate the effectiveness of training and development programmes.

Bramely (1992)

Bramely believes that behavioural change is introduced through training evaluation presents a, three part approach:

Evaluation of training as a process Evaluation of changes in knowledge, skills, attitudes and levels of effectiveness Various approaches to evaluation such as interviews, surveys, various methods of

observing behaviour and testing.

Grider (1990)

Grider Conducted a study to determine which training evaluation method were perceived to be the  most effective by training professionals, and which methods were most frequently used . For this purpose they selected members of American Society for Training & Development (ASTD). The findings of the study suggested:

Integrate T&D into the strategic plan of the firm. Provide necessary resources to evaluate the training activity effectiveness. Establish an information network to facilitate access to necessary data for before and

after measurement The most important benefit to be gained from successful evaluation will be

improvement in organisational performance and increased employee satisfaction.

Mumford (1988)

Mumford observes that prior to participating in any training and development experience; participants implicitly ask themselves a variety of questions: Do I believe this training and development will help me or my subordinates?  Are there risks for me if I perform poorly?  How does this experience relate to my job performance?  Not surprisingly, the yield from training and development initiatives will be maximised when employees perceive that

46

desirable outcomes (or avoidance of undesirable outcomes) are attained as a result of their full commitment to a training and development programme.

Wexley and Baldwin (1986)

Wexley and Baldwin criticised the traditional training and development for its lack of accountability.  The lack of accountability and rigorous evaluation may be attributable in part to an unfounded belief that “training and development is good for the employees and the organisation; so let there be training budget and training programmes”.  This target-based (e.g., a specific number of employees to be trained during a given year) or budget-driven (influenced by the availability of time, energy, and resources) training and development efforts will ultimately lead to the result that “training is only a paid perquisite or free time for the employees devoid of daily stressors and distractions of the workplace on the one hand, and a wasteful expenditure for the management on the other”.

Kirkpatrick’s (1971)

Kirkpatrick first level of measurement, reaction, is defined as how well the trainees liked the training program. The second measurement level, learning, is designated as the determination of what knowledge, attitudes, and skills were learned in the training. The third measurement level is defined as behaviour. Behaviour outlines a relationship of learning (the previous measurement level) to the actualization of doing. Kirkpatrick recognized a big difference between knowing principles and techniques and using those principles and techniques on the job. The fourth measurement level, results, is the expected outcomes of most educational training programs such as reduced costs, reduced turnover and absenteeism, reduced grievances, improved profits or morale, and increased quality and quantity of production.

Argyris (1971)

Argyris has suggested that organization effectiveness depends on its ability to achieve its goals and maintain itself internally, and to adapt to its environment continuous training would help the employees to cope with the changes and retain organizational ability as well.

Hasseling P (1971)

Hasseling defines training as a “sequence of experience or opportunities designed to modify behaviour in order to attain a specific objective.”

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Chapter III

Data analysis and interpretations

48

1. Age of the respondents

20-25 26-30 31-35 36-40 40 and above0

5

10

15

20

25

30

6

109

11

4

15

25

22.5

27.5

10

Frequency%

The above graph reveals that 15% of the employees belong to the age of 20to 25 years, 25% of employees belong to 26 to 30 years. 22.5% of employees belong to 31 to 35 years, 27.5 % of employees belong to 36 to 40 years and 10% of employees are above 40.

49

AgeFrequenc

y %20-25 6 1526-30 10 2531-35 9 22.536-40 11 27.5

40 and above 4 10

2. Gender of the respondents

GenderFrequenc

y %Male 33 82.2

Female 7 17.5

Frequency %0

10

20

30

40

50

60

70

80

90

33

82.2

7

17.5

MaleFemale

The above graph reveals that there are 17.5% female and 82.2% males working in the organization.

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3. Educational Qualifications of respondents

Qualifications

Frequency %

SSC 6 15HSC 9 22.5

Graduate 15 37.5Post

Graduate 7 17.5Diploma 3 7.5

SSC HSC Graduate Post Graduate Diploma0

5

10

15

20

25

30

35

40

6

9

15

7

3

15

22.5

37.5

17.5

7.5

Frequency%

The above graph reveals that 15% of employees have passed SSC, 22.5% have passed HSC, 37.5% of the employees are graduates. 17.5% of employees are post graduates and 7.5% employees have obtained diploma degree.

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4. Number of years of experience of respondents

Years of work experience

Frequency %

0 to 5 8 206 to 10 9 22.511 to 15 12 3015 to 20 7 17.5

21 or more 4 10

0 to 5 6 to 10 11 to 15 15 to 20 21 or more0

5

10

15

20

25

30

35

8 9

12

7

4

2022.5

30

17.5

10

Frequency%

The above graph reveals that 20% employees have 0 to 5 years of experience, 22.5 % have 6 to 10 years of experience, 30% employees have 11 to 15 years of experience, 17.5 % employees have 15 to 20 years of experience and 10% employees have more than 20 years of work experience.

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5. The response of the respondents that adequate importance is given to induction in their organization.

ResponsesFrequenc

y %Strongly Agree 11 27.5

Agree 18 45Disagree 9 22.5

Strongly Disagree 2 5

Strongly Agree Agree Disagree Srongly Disagree0

5

10

15

20

25

30

35

40

45

50

11

18

9

2

27.5

45

22.5

5

Frequency%

The above graph reveals that 45% employees agree and 27.5% employees strongly agree that induction training is given due importance in their organization.

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6. Response of the respondents regarding the well planning or induction policy.

ResponsesFrequenc

y %Strongly Agree 13 32.5

Agree 18 45Disagree 7 17.5

Strongly Disagree 2 5

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

45

50

13

18

7

2

32.5

45

17.5

5

Frequency%

The above graph reveals that 45% of employees and 32.5% employees strongly agree that induction training is well planned in their company.

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7. Response of the respondents regarding the clarity explanation of norms and values of the organization to the new employees during induction.

ResponsesFrequenc

y %Strongly Agree 12 30

Agree 13 32.5Disagree 10 25

Strongly Disagree 5 12.5

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

12 13

10

5

3032.5

25

12.5

Frequency%

The above graph reveals that 32.5% agree that norms and values of the organization are clearly explained to new employees during induction. 25% of employees disagree to this.

55

8. Response of the respondents that employees are helped to acquire techniques, knowledge and skill through training.

ResponsesFrequenc

y %Strongly Agree 9 22.5

Agree 20 50Disagree 7 17.5

Strongly Disagree 4 10

Strongly Agree Agree Disagree Strongly Disagree0

10

20

30

40

50

60

9

20

74

22.5

50

17.5

10

Frequency%

The graph reveals that 50% of employees agree and 22.5% employees strongly agree that employees are helped to acquire techniques, knowledge and skill through training.

56

9. Response of respondents about the due importance given to training by their organization.

ResponsesFrequenc

y %Strongly Agree 14 35

Agree 18 45Disagree 4 10

Strongly Disagree 4 10

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

45

50

14

18

4 4

35

45

10 10

Frequency%

The above graph reveals that 35% employees strongly agree and 45% of employees agree that training of workers is given due importance in their organization.

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10. Response of the respondents about the practice of organization of sponsoring employees for training programmes on the basis of careful identification of developmental needs.

ResponsesFrequenc

y %Strongly Agree 8 20

Agree 16 40Disagree 14 35

Strongly Disagree 2 5

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

45

8

1614

2

20

40

35

5

Frequency%

The above graph reveals that 40% of employees agree that employees are sponsored for training programmes on the basis of careful identification of developmental needs. 35 % of employees disagree to this.

58

11. Response of the respondents about the well designed and widely shared training policy of the organization.

ResponsesFrequenc

y %Strongly Agree 7 17.5

Agree 14 35Disagree 13 32.5

Strongly Disagree 6 15

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

7

14 13

6

17.5

3532.5

15

Frequency%

The above graph reveals 35% of employees agree that the training policy of the organization is well designed and widely shared. 32.5% of employees disagree to the same.

59

12. Response of the respondents regarding the improvement of training effectiveness by departments through constant review.

ResponsesFrequenc

y %Strongly Agree 8 20

Agree 16 40Disagree 9 22.5

Strongly Disagree 7 17.5

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

45

8

16

97

20

40

22.5

17.5

Frequency%

The above graph reveals that 40% of the employees agree that their department improves its effectiveness through constant review.

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13. Response of the respondents about the help training provides to the trainees to see the benefits he/she may achieve by completing the training.

ResponsesFrequenc

y %Strongly Agree 9 22.5

Agree 22 55Disagree 5 12.5

Strongly Disagree 4 10

Strongly Agree Agree Disagree Strongly Disagree0

10

20

30

40

50

60

9

22

5 4

22.5

55

12.510

Frequency%

The above graph reveals that 55% of the employees agree that training helps the trainees to see the benefits he/she may achieve by completing the training. While 12.5 % of employees do disagree.

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14. Response of respondents towards the assistance by training to the employee when he encounters obstacles at work.

ResponsesFrequenc

y %Strongly Agree 15 37.5

Agree 22 55Disagree 3 7.5

Strongly Disagree 0 0

Strongly Agree Agree Disagree Strongly Disagree0

10

20

30

40

50

60

15

22

30

37.5

55

7.5

0

Frequency%

The above graph reveals that 37.5% employees strongly agree and 55% respondents agree that training provides assistance to the worker when he encounters obstacles at work.

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15. Response of the respondents towards the help training would give the employees to overcome his/her weakness and improve his strengths, thus enabling him to function effectively on the job.

ResponsesFrequenc

y %Strongly Agree 10 25

Agree 19 47.5Disagree 8 20

Strongly Disagree 3 7.5

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

45

50

10

19

8

3

25

47.5

20

7.5

Frequency%

The above graph reveals that 47.5% of the employees agree that training would help the employees to overcome his/her weakness and to improve his strengths, thus enabling him to function effectively on the job.

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16. Response of respondents towards the contribution of training in facilitating job satisfaction.

ResponsesFrequenc

y %Strongly Agree 5 12.5

Agree 13 32.5Disagree 14 35

Strongly Disagree 8 20

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

5

13 14

8

12.5

32.535

20Frequency%

The above graph reveals that 32.5% of respondents agree that training programmes facilitate job satisfaction. 35% disagree to the same.

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17. Response of respondents towards contribution of training in increasing employee efficiency.

ResponsesFrequenc

y %Strongly Agree 9 22.5

Agree 20 50Disagree 6 15

Strongly Disagree 5 12.5

Strongly Agree Agree Disagree Strongly Disagree0

10

20

30

40

50

60

9

20

6 5

22.5

50

1512.5

Frequency%

The above graph reveals that 50% of the employees agreed that training programmes contributed to increase the efficiency of the employees.

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18. Response of respondents towards contribution of training in increasing employee efficiency.

ResponsesFrequenc

y %Strongly Agree 10 25

Agree 21 52.5Disagree 5 12.5

Strongly Disagree 4 10

Strongly Agree Agree Disagree Strongly Disagree0

10

20

30

40

50

60

10

21

5 4

25

52.5

12.510

Frequency%

The above graph reveals that 52.5% of the respondents agree that training helped to increase employee productivity.12.5 % employees disagree that training helped to increase employee productivity.

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19. Response of respondents towards the opportunity of equal participation in training.

ResponsesFrequenc

y %Strongly Agree 6 15

Agree 10 25Disagree 17 42.5

Strongly Disagree 7 17.5

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

45

6

10

17

7

15

25

42.5

17.5

Frequency%

The above table reveals that only 25% employees agree that training allows equal participation of all members. 42.5% employees disagree that training allows equal participation to all.

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20. Response of respondents towards the excellent quality of training programmes in the organization.

ResponsesFrequenc

y %Strongly Agree 11 27.5

Agree 20 50Disagree 8 20

Strongly Disagree 1 2.5

Strongly Agree Agree Disagree Strongly Disagree0

10

20

30

40

50

60

11

20

8

1

27.5

50

20

2.5

Frequency%

The above graph reveals that 50% of employees strongly agree and 27.5 % of respondents strongly agree that the quality of training programmes in the organization is excellent.

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21. Response of the respondents towards the practice in the organization of talking to the participants returned from external training to assess the effect of the programme.

ResponsesFrequenc

y %Strongly Agree 4 10

Agree 10 25Disagree 14 35

Strongly Disagree 12 30

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

4

10

1412

10

25

35

30

Frequency%

The above graph reveals that 35% employees disagree and 30% employees strongly disagree that the organization talks to participants returned from external training to assess the effect of training.

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22. Response of respondents towards the high satisfaction experienced in the training programmes.

ResponsesFrequenc

y %Strongly Agree 8 20

Agree 22 55Disagree 8 20

Strongly Disagree 2 5

Strongly Agree Agree Disagree Strongly Disagree0

10

20

30

40

50

60

8

22

8

2

20

55

20

5

Frequency%

The above graph reveals that 55% employees agree that the experience high satisfaction from the training faculty. 20% of employees disagree to the same.

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23. Response of the respondents toward the training session being boring.

ResponsesFrequenc

y %Strongly Agree 2 5

Agree 14 35Disagree 18 45

Strongly Disagree 6 15

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

45

50

2

14

18

65

35

45

15

Frequency%

The above graph reveals that 45% of respondents disagree that the training session is boring. 35% of employees agree to the same.

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24. Response of the respondents towards the failure of the to answer all the questions asked.

ResponsesFrequenc

y %Strongly Agree 3 7.5

Agree 7 17.5Disagree 21 52.5

Strongly Disagree 9 22.5

Strongly Agree Agree Disagree Strongly Disagree0

10

20

30

40

50

60

37

21

97.5

17.5

52.5

22.5

Frequency%

The above graph reveals that 52.5% employees disagree that the trainer could not answer all the questions asked.

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25. Response of the respondents towards the no difference made by the training session.

ResponsesFrequenc

y %Strongly Agree 0 0

Agree 6 15Disagree 14 35

Strongly Disagree 20 50

Strongly Agree Agree Disagree Strongly Disagree0

10

20

30

40

50

60

0

6

14

20

0

15

35

50

Frequency%

The above graph reveals that only 15% of respondents agreed that training experience made no difference in my performance.

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26. Response of the respondents towards the provision of good manuals and booklets in the training sessions.

ResponsesFrequenc

y %Strongly Agree 8 20

Agree 14 35Disagree 11 27.5

Strongly Disagree 7 17.5

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

8

14

11

7

20

35

27.5

17.5Frequency%

The above graph reveals that 35% of employees agree that good manuals and booklets are provided to them during the training sessions. 27.5% of employees disagree to this.

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27. Response of the respondents towards the increase of his confidence about his ability to do his/her job.

ResponsesFrequenc

y %Strongly Agree 11 27.5

Agree 18 45Disagree 7 17.5

Strongly Disagree 4 10

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

45

50

11

18

74

27.5

45

17.5

10

Frequency%

The above graph reveals that 45% of employees agree and 27.5% employees strongly agree that after attending training they were more confident in their ability to do work.

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28. Response of the respondents towards the success of training session in providing the trainee some information which he would have not known otherwise.

ResponsesFrequenc

y %Strongly Agree 14 35

Agree 16 40Disagree 6 15

Strongly Disagree 4 10

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

45

1416

64

35

40

15

10

Frequency%

The above graph reveals that 40% of employees agree that training session gives them information which they would have not known otherwise.15% of employees disagree to the same.

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29. Response of the respondents regarding their attendance of all the training programmes scheduled for him/her.

ResponsesFrequenc

y %Strongly Agree 21 52.5

Agree 15 37.5Disagree 4 10

Strongly Disagree 0 0

Strongly Agree Agree Disagree Strongly Disagree0

10

20

30

40

50

60

21

15

40

52.5

37.5

10

0

Frequency%

The above table reveals that 52.5% of employees strongly agree and 37.5% of employees agree that they attended all training programmes scheduled for them.

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30. Response of the respondents towards the contribution of training in getting awareness of the latest technology in her/her field.

ResponsesFrequenc

y %Strongly Agree 13 32.5

Agree 16 40Disagree 7 17.5

Strongly Disagree 4 10

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

45

1316

74

32.5

40

17.5

10

Frequency%

The above graph reveals that 40% of employees agree that training helped them in getting information about the latest technology in their felid. 17.5% of employees disagree with the same.

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31. Response of respondents towards the assistance of training in receiving rewards in the future.

ResponsesFrequenc

y %Strongly Agree 12 30

Agree 18 45Disagree 6 15

Strongly Disagree 4 10

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

45

50

12

18

64

30

45

15

10

Frequency%

The above graph reveals that 45% of employees agree and 30% employees strongly agree that training provides benefits in the future. 15% of the employees disagree to the same.

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32. Response of respondents towards the similarity in nature of the actual procedure and the training.

ResponsesFrequenc

y %Strongly Agree 12 30

Agree 15 37.5Disagree 8 20

Strongly Disagree 5 12.5

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

12

15

8

5

30

37.5

20

12.5

Frequency%

The above graph reveals that 37.5% that the training is similar with the actual procedure. 20% of the employees disagree with the same.

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33. Response of respondents towards the high knowledge about the trainer about the subject.

ResponsesFrequenc

y %Strongly Agree 15 37.5

Agree 17 42.5Disagree 8 20

Strongly Disagree 0 0

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

40

45

1517

8

0

37.5

42.5

20

0

Frequency%

The above graph reveals 42.5% that the trainer has high knowledge about the subject. 20% of employees disagree to the same.

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34. Response of the respondents towards timely feedback given after the training programme.

ResponsesFrequenc

y %Strongly Agree 6 15

Agree 12 30Disagree 13 32.5

Strongly Disagree 9 22.5

Strongly Agree Agree Disagree Strongly Disagree0

5

10

15

20

25

30

35

6

12 13

9

15

30

32.5

22.5

Frequency%

The above graph reveals that 30% of employees agree that the employees are given detail feedback after the training programme. 32.5% of employees disagree to the same.

82

Chapter IV

Findings and Conclusions

83

Findings and Conclusions

1. It was found that the organization has employees from all age groups starting from 20 to 60.

So it can be concluded that judicious mix for fresh talent as well as experienced employees.

2. About 80% of the employees in the organization were males.

So it can be concluded that there were a large number of males when compared to the number of females in the organization.

3. Over 35% of the employees of the organization were graduates. While some candidates had just passed their SSC or HSC.

4. 30% of employees had 11 to 15 years of work experience. Some employees had just started their career with their first job in the organization.

So it can be concluded that employees were fresher’s as well as experienced

5. About 70% of the employees thought that induction training in the organization was given adequate importance.

So it can be concluded that the organization lays importance on induction training.

6. About 70% of the employees agreed that induction training was well planned.

7. Over 60% of the employees agreed that norms and values of the organization are clearly explained to new employees during induction.

So it can be concluded that the new employees obtained clarity of norms and values of the organization in induction.

8. About 70% of the employees agreed that employees are helped to acquire techniques, knowledge and skill through training.

So it can be concluded that the employee’s continuous growth was possible due to training.

9. About 80% of employees agreed that due importance was given to training in their organization.

So it can be concluded that the organization has realised the importance of training and the employee knows the same.

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10. 60% of employees agree that employees are sponsored for training programme

through careful evaluation of developmental needs.

It can be concluded that there is a scope of the company to improve its evaluation technique for training needs.

11. About 45% the employees agree that the training policy of the company is well designed and widely shared.

It can be concluded that there is absence of clarity of training policy in the organization.

12. 60% of the respondents agree that the department makes efforts to improve effectiveness of training through constant review.

13. About 70% of the employees agree that training helps the trainees to see the benefits he/she will achieve by completing the training.

It can be concluded that training has proved to be effective.

14. More than 90% of employees agree that training helps them to overcome obstacles they encounter.

15. More than 70% of the employees agreed that training would help the employees overcome his/her weakness and improve his strengths, thus enabling him to function effectively on job.

It can be concluded that the employees have become aware of the benefits they receive through training.

16. About 50% of the employees agreed that training programmes helped to facilitate job satisfaction.

It can be concluded that the organization and employees have failed to link training programmes and job satisfaction.

17. About 70% of the employees agreed that training programmes helped to increase employee efficiency.

It can be concluded that training helps improve employee efficiency.

18. About 75% of the employees agreed that training programmes helped to increase employee productivity.

It can be concluded that workers agree that training helps increase their productivity.

19. Only 40% of employees agree that training allowed participants for equal participation.

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20. About 75% of the employees agreed that the quality of training programmes in the organization is excellent.

It can be concluded that the worker is satisfied with the design of the training programme.

21. Only about 35% of the employees agree the organization talked to people who returned from external training to assess the effect of the programme.

It can be concluded that the employees are dissatisfied with the approach of management towards external training.

22. 75% of the employees agreed that they experienced high satisfaction from faculty in the training programme.

It can be concluded that the trainer must be good.

23. 40% employees agreed that the training sessions are boring.

24. Only 25% of the respondents said that the trainer could not answer all the questions asked.

It can be concluded that most of them were satisfied with the trainer.

25. Only 15% employees said that training experience made no difference to their performance.

It can be concluded that all the other employees realised the benefits through training.

26. More than 60% of employees agreed that they were given good manuals and booklets in the training sessions.

It can be concluded that employees were satisfied with the resources provided by the organization.

27. About 70% of the respondents agreed that they were more confident in their ability of doing work after attending the training programme.

It can be concluded that training contributed in boosting the confidence of the employees.

28. 75% of the respondents agreed that training session gave them some information that they would have not known otherwise.

It can be concluded that the training session were designed to be interesting and informative.

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29. 90% of the employees agreed that they attended all the training programmes scheduled for them

It can be concluded that the employees take the training schedules seriously.

30. About 70% of employees agreed that training gave information about latest technology in their field.

It can be concluded that training helped to keep the employee up-to-date.

31. 75% employees agreed that training provide rewards in the future.

It can be concluded that employees get the benefits of training.

32. About 65% of the employees agreed that training was similar to the actual procedure.

It can be concluded that as the training is similar it prepares the employee thoroughly to face the challenges of the job.

33. Over 60% of the respondents agreed that the knowledge of the trainer about the subject was good.

It can be concluded that the employees were satisfied with the trainer’s knowledge.

34. About 45% of the employees agreed that after training the employees are given proper feedback.

It can be concluded that not all employees are satisfied with the current feedback system.

35.

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Chapter V

Suggestions and Recommendations

88

Suggestions and Recommendations

The number of female employees in the organization are very less when compared to the number of males, the organization should make efforts to balance the male female ratio.

It would be suggested that the organization should provide timely feedback to the employees immediately after they attend a training programme.

The organization should make more efforts to align the actual procedure and training sessions and should provide the employees to apply what they have learnt.

The organization should make greater efforts to talk to the employees returned from external training programmes.

The organization should use various methods of training to reduce the boredom.

Interactive training methods should be adopted.

Employees should be given knowledge to link job satisfaction and high performance achieved through training.

All the employees should be given equal opportunities for participation in the training programmes.

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Annexure

Name: ____________________________________________

(1) Age : ( )20-25 ( )26-30 ( )31-35 ( )36-40 ( )41 and above

(2) Gender : ( )Male ( )Female

(3) Educational qualifications(you can tick more than 1 option):

(a) SSC(b) HSC(c) Graduate (d) Post Graduate(e) Diploma(f) Any other

In case of any other please specify: _____________________________________

(4) Number of years of work experience: ________________

Sr. No

Questions Strongly Agree

Agree Disagree Strongly Disagree

5 Induction training is given adequate importance in our organization.

6 Induction training is well planned.

7 Norms and values of this organization are clearly explained to new employees during induction.

8 Employees are helped to acquire techniques knowledge and skill through training.

9 Training of workers is giving due importance in our organization.

10 Employees are sponsored for training programmes on the basis of careful

90

identification of developmental needs.

11 There is a well designed and widely shared training policy in the organization.

12 Department improves the effectiveness of training through constant review.

13 Training helps trainees to see the benefits he may achieve by completing the training.

14 Training provides assistance to the worker when he encounters obstacles at work.

15 Training would help the employees to overcome his/her weakness and improve his strengths, thus enabling him to function effectively on job.

16 Training programmes facilitate job satisfaction.

17 Training programmes facilitate employee efficiency.

18 Training programmes facilitate increasing employee productivity.

19 Training allows participants for equal participation.

20 The quality of training programmes in the organization is excellent.

21 Organization talks to the participants returned from external training to assess the effect of the programme.

22 High satisfaction from faculty is experienced in the programmes.

23 The training session is boring

24 The trainer could not answer all the questions asked.

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25 Training experience made no difference in my performance.

26 Good manuals and booklets are provided in the training sessions.

27 After training, I was confident in my ability to do my job

28 Training session gave me some information that I would have not known otherwise.

29 I attended all the training programmes scheduled for me.

30 Training helped me in getting awareness of the latest technology in my field.

31 Training provides rewards in the future.

32 The training is very similar with the actual procedure.

33 The trainer’s knowledge about the subject is good.

34 After the training programme employees are given detailed feedback.

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Bibliography

http://practicehrm.blogspot.in/2009/10/objectives-of-training-methods.html

http://www.mba-mentor.com/objectives-of-training

http://www.whatishumanresource.com/on-the-job-methods

http://www.educationobserver.com/forum/showthread.php?tid=12279

http://studyvalue.com/_management_sciences/_hrm/ training_process_26.html#.UYlPk6L7CSo

http://employeetraininghq.com/disadvantages-of-training-employees/

http://www.ehow.com/info_8026443_disadvantages-training-employees.html

Human resource management by P. SUBBA RAO from HIMALAYA PUBLISHING HOUSE.

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